College of Education
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Item Examining Dimensions of Latina/o College Student Success: An Analysis of Individual Persistence and Success(2007-09-27) Lopez, Mark A.; Weible, Thomas; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Latinas/os are considered "deprived" when it comes to educational achievement (Arbona & Novy, 1991), are lagging in postsecondary degree attainment, and are currently the most educationally "underserved" population in the United States (Fry, 2002). Although higher education institutions have increased efforts to proactively recruit, enroll, and graduate Latina/o students, the students continue to struggle with the educational disparities between Latina/o students and their White counterparts. As the nation's Latina/o community experiences significant growth, the number of Latina/o students pursuing higher education is increasing. However, their increased enrollment within postsecondary education does not reflect their increased representation in the overall population (Castellanos & Jones, 2003). Through the use of qualitative research methodology, this study employed case study research to explore graduating Latina/o college students' experiences at a large, public, predominantly White, research-extensive institution, specifically, Latina and Latino students who filed for graduation during the spring 2006 and fall 2006 semester. This study used case study methodology and focus group interviews to (a) determine dimensions of success for graduating Latina/o college students; (b) contribute to the existing college student success literature; and (c) to assist and advance the success scholarship on policymaking. From the data analysis, eight dimensions of success for Latina/o college students were identified. The dimensions were: (a) being involved, (b) the family's role, (c) the role of campus leaders and mentors, (d) embracing academics, (e) desire to be successful, (f) Latina/o students' "Latino Center," (g) "our situation is not the same," and (h) understanding the campus' Latina/o community. The Latina/o students' interviews indicated that the participants' experiences are contextual and distinct. It is essential that policymakers and higher education personnel thoroughly understand the experiences of Latina/o college students to ensure their success within postsecondary education. There should be a concerted effort to explore Latina/o student success, increase consciousness around dimensions of difference they bring with them to the university, and validate their life experiences as well as their academic and personal endeavors. This study's findings have important implications for policy, research, and practice.Item Internalized Racism and Ethnic Identity in Chicana/o and Latina/o College Students(2007-08-01) Hipolito-Delgado, Carlos Porfirio; Lee, Courtland C; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study sought to investigate if perceived racism and internalized racism are predictors of ethnic identity development in Chicana/o and Latina/o college students. This study also aimed to identify factors that serve as predictors of internalized racism. Finally, this study sought to identify if differences exist between those who self identify as Chicana/o, Latina/o, Hispanic, hyphenated American, or by nationality in terms of ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency. Chicana/o and Latina/o undergraduates who were members of ethnic student organizations were asked to complete an online survey that asked about their ethnic identity, U.S. acculturation, English language competence, Spanish language competence, internalized racism, and perceived racism. A sample of 500 undergraduate students was obtained. Using multiple linear regression this study found: that internalized racism was negatively related to ethnic identity; that Spanish language competence, perceived racism, and English language competence were all positively related to ethnic identity; that U.S. cultural identity and perceived racism were both positively related to internalized racism; and that perceived racism in the media was negatively related to internalized racism. Using Multivariate Analysis of Variance a statistically significant difference in ethnic identity, acculturation, internalized racism, Spanish language fluency, and English language fluency was found between those who identify as Chicana/o, Latina/o, Hispanic, hyphenated American, and those who identify by nationality. The findings of this study point to the negative effects of perceived racism and internalized racism. Moreover, these results indicate the importance of culturally affirmative therapy and educational practices when working with Chicanas/os and Latinas/os. This study also highlights the heterogeneity of the Chicana/o and Latina/o community. Additional research is needed to further understand the heterogeneity of the Chicana/o and Latina/o community.